REGAIGUIA Amina (2024) An Exploration into EFL Learners’ Pronunciation Difficulties The Case of Second Year LMD English Students at the University of Souk-Ahras. University of Souk Ahras
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Abstract
Abstract
The objective of this study is to investigate the challenges encountered by English as a Foreign Language (EFL) learners in the realm of pronunciation, with a specific focus on second-year EFL students at Mohammad Cherif Messadia University in Souk Ahras. The primary aims are to identify the factors that influence pronunciation acquisition and to propose effective strategies for enhancement. To achieve these objectives, two research methods were employed. Firstly, a questionnaire comprising 13 items was administered to the learners, while the teachers received a questionnaire consisting of nine items. Secondly, classroom observations were conducted. Both methods were implemented with two groups of second-year EFL students, resulting in a sample size of 30 participants. The findings of this study substantiate our hypotheses, revealing that learners indeed encounter pronunciation difficulties influenced by a multitude of factors. Based on these results, several practical recommendations are posited for further exploration n in this domain.
The objective of this study is to investigate the challenges encountered by English as a Foreign Language (EFL) learners in the realm of pronunciation, with a specific focus on second-year EFL students at Mohammad Cherif Messadia University in Souk Ahras. The primary aims are to identify the factors that influence pronunciation acquisition and to propose effective strategies for enhancement. To achieve these objectives, two research methods were employed. Firstly, a questionnaire comprising 13 items was administered to the learners, while the teachers received a questionnaire consisting of nine items. Secondly, classroom observations were conducted. Both methods were implemented with two groups of second-year EFL students, resulting in a sample size of 30 participants. The findings of this study substantiate our hypotheses, revealing that learners indeed encounter pronunciation difficulties influenced by a multitude of factors. Based on these results, several practical recommendations are posited for further exploration n in this domain.
Information
| Item Type | Master |
|---|---|
| Divisions | |
| ePrint ID | 5077 |
| Date Deposited | 2024-07-08 |
| Further Information | Google Scholar |
| URI | https://univ-soukahras.dz/en/publication/article/5077 |